The Everyday Mathematics program, created by the University of Chicago, is a wonderful math program in my opinion. I have now taught it for 14 years, and I can actually say that I finally feel like I have a clear understanding of how to teach each lesson in a way that my students will get the most out of our time spent together.
And to top it all off, each updated edition keeps getting better and better. For example, the current edition is correlated to the common core standards. Lessons were revised so that they could include the skills that the common core required. Also, a new practice book was created so that students could have opportunities for extra practice if they need it. I know that my students really benefit from the repeated independent practice! Finally, there is an electronic component that allows teachers to project games and lessons on their whiteboards. Students can be called up to the board to handle virtual manipulatives with our Mimio Teach device or solve problems by writing the answer with the stylus.
All of these changes have been extremely positive and have made a positive difference in our classrooms in regards to student achievement. However, we as teachers have to make the call on how to spend our precious minutes with our students. Despite how wonderful I think the new digital components are, I have discovered that my students benefit more from the traditional way of teaching, than they do from the new, more-engaging style.
Here is what my 60 minute math period looks like on a typical day (I will write how the step utilizes 21st Century skills in red):
And to top it all off, each updated edition keeps getting better and better. For example, the current edition is correlated to the common core standards. Lessons were revised so that they could include the skills that the common core required. Also, a new practice book was created so that students could have opportunities for extra practice if they need it. I know that my students really benefit from the repeated independent practice! Finally, there is an electronic component that allows teachers to project games and lessons on their whiteboards. Students can be called up to the board to handle virtual manipulatives with our Mimio Teach device or solve problems by writing the answer with the stylus.
All of these changes have been extremely positive and have made a positive difference in our classrooms in regards to student achievement. However, we as teachers have to make the call on how to spend our precious minutes with our students. Despite how wonderful I think the new digital components are, I have discovered that my students benefit more from the traditional way of teaching, than they do from the new, more-engaging style.
Here is what my 60 minute math period looks like on a typical day (I will write how the step utilizes 21st Century skills in red):
(1) Students enter the room, look at the directions on the TV, and start their independent work. This is often a Math Box from the Everyday Math program. They can ask their neighbors for help if they need to. Those who are off-task or confused are politely re-directed by their peers and are offered help. Math Boxes are review and preview problems, assuring that students don't forget skills they've been taught, and preparing them for skills they will need soon. (Students make judgments and decisions independently, are self-directed, and are responsible for themselves and others. Some students are working collaboratively and thinking interdependently. Some are problem-solving, working creatively with others, and asking and answering questions. Everyone is thinking critically and applying past knowledge to new situations in order to solve problems. Because the teacher is not available to them, students must utilize their resources, persist despite setbacks, and try new ways to solve problems because they know that I will be checking these over tomorrow. In order to finish before I'm done checking everyone in so they don't have extra homework, students are managing their time and setting mini-goals for themselves.)
(2) While most are working, others are lining up to have their homework checked in. This is my opportunity to give every child 30-45 seconds of 1-on-1 time during math. I look over their homework, give them feedback and occasionally a brief re-teach, and give them a score. If they are not finished with their work, I have them write it into their Assignment Notebooks to finish for homework. (I am giving immediate, personal feedback to each student. They are processing it, remembering what was taught in the past, and combining it with what I am re-teaching them. This synthesis creates a stronger understanding, which is more permanent. If they get a low score today, many are motivated to try harder tomorrow. If they get a solid score today, the score extrinsically rewards them, but the extrinsic reward leads to sustained effort, not towards the need for praise or prizes. Students who are not fully prepared for class are immediately given a consequence, asked to finish it after school, during lunch recess, or by tomorrow's class. If they get too many missing assignments, I can make that decision for them immediately, before too much time passes.)
(3) When everyone has checked in, I move on to the Direct Instruction part of the lesson. All of my students take out their spiral notebooks and we take notes! We write the date at the top of the page, I give them a title (the name of the skill), and we practice together. I use the gradual release of responsibility model here, where:
- I do some sample problems for them and they watch.
- Then, they help me complete some on the board.
- Then, they do some in their notebooks while I walk around and assist.
- Finally, they do one or two on their own and we check our answers.
(4) Next, we get into our Math Circles where we work on some practice problems from the book together as a table. No one is allowed to go ahead, and everyone has to help everyone. If their whole table finishes the classwork, they can show me and I will let them go on to their homework if their answers are correct. (This is where the real collaboration and communication take place. Students solve problems as a team, thinking interdependently and creatively with others at their table. Students ask each other questions and learn how to answer them politely and clearly. Students learn how to interact effectively with the diverse members of their team. At some moments, everyone needs to become a leader and some moments they need to become a follower in order to get the task done. Students learn to become responsible for themselves AND the others in their group. If one member goes down, the whole team was not successful. Even though the teacher is available during this time, students are required to ask "Three Before Me." I will only help if the others at their table cannot. This frees me up for the most pressing issues, which usually result in a quick, whole-class lesson. This time is such an important moment in the period that I cringe when I don't have at least 15 minutes for it.)
(5) With a few minutes left in the period, I hand out their homework, ask them to write it down in their Assignment Notebooks, and we start to transition to our next subject. (Students learn independent responsibility by writing their homework down themselves. They learn to rely on a system that works for them for communicating to their "After-School Self." By the end of the year (it takes the whole year for many of my kiddos), they have mastered a system that they will use for their middle school years. Since students have to write down their homework, put their materials into their backpacks, and get ready for the next lesson, this is a chance to learn how to be a quick-thinking multi-tasker.)
So if you walked into my classroom during a math lesson, you might not realize how "21st Century" the hour really is! I don't turn on the projector, we don't use our iPads or laptops, and students are taking notes while I lecture! But now you know all of the 21st Century skills that my students are practicing. When they leave fifth grade, they are very prepared for their world, and math class was a vital component of that preparation. :)
(5) With a few minutes left in the period, I hand out their homework, ask them to write it down in their Assignment Notebooks, and we start to transition to our next subject. (Students learn independent responsibility by writing their homework down themselves. They learn to rely on a system that works for them for communicating to their "After-School Self." By the end of the year (it takes the whole year for many of my kiddos), they have mastered a system that they will use for their middle school years. Since students have to write down their homework, put their materials into their backpacks, and get ready for the next lesson, this is a chance to learn how to be a quick-thinking multi-tasker.)
So if you walked into my classroom during a math lesson, you might not realize how "21st Century" the hour really is! I don't turn on the projector, we don't use our iPads or laptops, and students are taking notes while I lecture! But now you know all of the 21st Century skills that my students are practicing. When they leave fifth grade, they are very prepared for their world, and math class was a vital component of that preparation. :)
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